Jenna Ley

Inspection date

Previous inspection date 01/10/2014 26/02/2009

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early years provision

This inspection: 3 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are becoming independent in their self-care because the childminder encourages their participation in small tasks.  Appropriate partnerships with other early years settings children attend enable them to share children's experiences and developmental progress.  The childminder uses some positive teaching techniques to support children's communication and language.

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It is not yet good because

 The childminder does not use her observation and assessment systems well to consistently plan activities based on children's next steps across all areas of learning, to help them make good progress in their learning.  The childminder does not effectively support parents so they can contribute more to their children's progress and extend children's learning at home.  The childminder does not successfully evaluate the quality of her provision and the impact this has on children's experiences.  The childminder has failed to notify Ofsted of the change of her childminding address.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector sampled documentation including policies and procedures, and training certificates.  The inspector took account of the childminder's self-evaluation record.  The inspector observed children indoors during free-play.  The inspector held discussions with the childminder to confirm procedures.

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Information about the setting

The childminder registered in 2005. She lives with her husband, who occasionally works as her assistant, and their two young children in Bideford in North Devon. The whole of the ground floor of the childminder's house is available for childminding, with a bedroom on the first floor for sleep; there is a fully enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. The childminder often works with another registered childminder at the co-childminder's house. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently eight children attending, five of whom are within the early years age range.

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must:

 improve systems for observation and assessment of each child's individual learning needs and stage of development, and use this information more effectively to plan challenging activities, using a wider range of resources covering all areas of learning, to help each child work towards the next steps in their development.

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To further improve the quality of the early years provision the provider should:

 improve partnerships with parents by sharing their children's achievements and next steps in learning, encouraging parents to contribute towards their children's learning and development at home

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To further improve the quality of the early years provision the provider should:

 develop self-evaluation systems to monitor the quality and impact of teaching and educational programmes.

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who attend

The childminder generally provides a suitable range of resources and routines to meet the needs of children attending. She is aware of children's interests and enables them to make independent choices. For example, children select toys and equipment from the low-level boxes. The childminder is attentive to children and stays close to them. She talks to them during their play to promote their interests, and support their learning and language development. For instance, she encouraged a child to place the correct number of toys on a numbered hopscotch grid. These types of activities generally help children to be ready for school by teaching them to count, and identify shapes and colours. The childminder tracks children's progress using appropriate assessment documents. However, she does not review these regularly, or identify children's next steps in sufficient depth to plan activities that always challenge them. Therefore, although children make reasonable

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who attend

progress, the childminder does not plan her activities based on a precise assessment of children's achievements and abilities, or their learning needs. Because the childminder does not effectively focus on children's next steps, she does not consistently provide an appropriate range of resources that extend children's individual learning. For example, younger children are not always able to explore using mark-making equipment to support their physical motor skills to grip and hold different markers, and gain early literacy skills. The childminder has a suitable form for the required progress check for two-year-old children to summarise their learning.

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who attend

Young children learn to communicate because the childminder asks them simple questions during their play and responds to their non-verbal cues, such as pointing. She uses positive tones to gain their interest and teaches them new words in their play, for example, when children pretended to make toast in a toaster, she said 'pop' to match the action. Children sat with the childminder to listen to a story, where she encouraged them to look closely at the pictures to identify animals. This helped to engage them and focus their attention. Trips to the local parks and nearby attractions provide interesting experiences for children to promote their understanding of the world around them.

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who attend

The childminder seeks some appropriate information from parents when children first attend to help her meet their care needs. She has regular discussions with parents about children's welfare and activities, and records their experiences in daily diaries. However, because the childminder does not successfully identify children's next steps in learning, she is not able to effectively encourage parents to contribute to their children's progress and extend the learning at home. The childminder works appropriately with other professionals and early years settings children attend to provide individual support for children, including those with special educational needs and/or disabilities.

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The contribution of the early years provision to the well-being of children

Children are comfortable and at ease with the childminder. They enjoy positive relationships with her and take pleasure from her company. The childminder gathers the appropriate information she needs from parents and other professionals to ensure she is meeting children's individual care requirements. This suitably promotes their well-being. The childminder routinely praises children's achievements to boost their self-esteem and encourages them to have a go in an enthusiastic manner, for example, when supporting a young child to drink from a cup for the first time. Children behave well because the childminder provides them with clear and consistent boundaries that they understand. She encourages them to be independent and manage tasks for themselves, such as learning to dress themselves. This all helps to prepare children emotionally for the next steps in their learning. Children benefit from a bright and homely environment, which makes them feel secure.

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The contribution of the early years provision to the well-being of children

Consequently, children feel confident to explore. The childminder does not always provide a suitable range of resources for children based on their learning needs.

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The contribution of the early years provision to the well-being of children

The childminder promotes a healthy lifestyle for children. They play outdoors daily, which means that they can regularly exercise in the fresh air. Children learn to clean their hands at appropriate times during the day, so they learn how to prevent the spread of cross- infection. The childminder provides nutritious snacks and drinks to teach children the importance of healthy diets. Appropriate risk assessments of the premises help the childminder to monitor the suitability of the setting and minimise the effect of potential hazards. The childminder regularly practises fire drills with children to help them learn how to evacuate the premises quickly and safely in the event of an emergency. The childminder supervises children well and has appropriate systems for transporting children on visits and outings, which helps to keep them safe.

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provision

The childminder generally demonstrates an appropriate awareness of the statutory requirements of the Early Years Foundation Stage. She uses documentation appropriately to help support children's ongoing safety and well-being. For example, she has a suitable system in place to record children's accidents or injuries, should they arise and shares this information with parents accordingly. The childminder has policies and procedures in place, which she shares with parents. This provides them with necessary information about how she runs her practice and how they can expect her to conduct her business. The childminder has attended relevant training, such as first aid and safeguarding to support her in her role. This helps her to manage minor accidents and deal confidently with child protection issues. She is able to identify signs and symptoms of abuse and is aware of the necessary procedures to follow should she be concerned about a child's

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provision

welfare. The childminder has not informed Ofsted of a change in the premises from which she conducts her childminding. This is a requirement of both the Early Years Foundation Stage and Childcare Register. However, this does not have a significant impact on children's welfare as all adults who live and work at the address have undergone the relevant suitability checks.

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provision

The childminder has some understanding of her responsibilities regarding the learning and development requirements. Although she supports children's development in general areas, such as counting, she does not implement an effective assessment and planning system across all areas to build on children's achievements in all areas of learning. This means children do not always receive sufficient challenges to help them make good progress in their learning and development.

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provision

The childminder uses some supportive measures to work in partnership with parents so they share information about children's care needs. However, systems to encourage them to contribute to the assessment process and extend their children's learning at home are not successful. Parents state they are happy with the service the childminder provides and their children enjoy attending.

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provision

The childminder aspires to improve her practice. She has identified some areas for development. However, self-evaluation systems are not sufficiently robust to identify all key areas for improvement to promote improved outcomes for children. For example, she has introduced an additional assessment document to help her monitor children's achievements. However, this has limited impact because she does not fully understand how this information can help her to support children, so they make good progress in their learning and development.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 inform Ofsted of the following: a change to the address of the premises where they are providing childcare (compulsory part of the Childcare Register)  inform Ofsted of the following: a change to the address of the premises where they are providing childcare (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY309607 Local authority Devon Inspection number 827964 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 8

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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